Florian Klapproth

Prädiktoren der Sekundarschulempfehlung in Luxemburg: Ergebnisse einer Large-Scale-Untersuchung

ZusammenfassungMit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen Hintergrundes Eingang finden in die Sekundarschulempfehlungen, die am Ende ihrer Grundschulzeit ausgesprochen wurden. Zur Analyse des Gewichts unterschiedlicher Prädiktoren für die Sekundarschulempfehlung wurde ein Zweiebenenmodell der logistischen Regression verwendet. Im Wesentlichen ergaben sich folgende Befunde: Schulnoten und Ergebnisse aus standardisierten Schulleistungstests stellten die stärksten Prädiktoren für die Sekundarschulempfehlung dar. Nach den individuellen Schülerleistungen war der Elternwunsch der stärkste Prädiktor für die Sekundarschulempfehlung. Darüber hinaus hingen sowohl die Nationalität als auch der sozioökonomische Status der Schüler mit der Sekundarschulempfehlung zusammen. Selbst bei Kontrolle ihrer schulischen Leistungen erhielten Schüler mit Migrationshintergrund seltener eine Empfehlung für den höchsten Schulzweig als Schüler ohne Migrationshintergrund. Ein hohes Klassenleistungsniveau führte bei Kontrolle der individuellen Leistungen seltener zu Empfehlungen für den höchsten Schulzweig als ein niedriges Klassenleistungsniveau.AbstractThis study used a sample of 2925 primary school students in Luxembourg to test the extent to which students’ performance and their social background influence the recommendations for secondary school type that are made at the end of primary schooling. A two-level model of logistic regression was used in order to analyse the importance of various predictors. The main findings were as follows: School marks and the results from standardized testing were the strongest predictors for a secondary school recommendation. After individual student performance, the strongest predictors were parental wishes. Further factors related to the school recommendation were nationality and socio-economic status. Even after controlling for student performance, students with migration background received a recommendation for academic-track secondary schooling less often than students without. A high performance class leads, after controlling for individual performance, less often to a recommendation for academic track secondary schooling than a low performance class.

Prädiktoren der Sekundarschulempfehlung in Luxemburg

ZusammenfassungMit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen Hintergrundes Eingang finden in die Sekundarschulempfehlungen, die am Ende ihrer Grundschulzeit ausgesprochen wurden. Zur Analyse des Gewichts unterschiedlicher Prädiktoren für die Sekundarschulempfehlung wurde ein Zweiebenenmodell der logistischen Regression verwendet. Im Wesentlichen ergaben sich folgende Befunde: Schulnoten und Ergebnisse aus standardisierten Schulleistungstests stellten die stärksten Prädiktoren für die Sekundarschulempfehlung dar. Nach den individuellen Schülerleistungen war der Elternwunsch der stärkste Prädiktor für die Sekundarschulempfehlung. Darüber hinaus hingen sowohl die Nationalität als auch der sozioökonomische Status der Schüler mit der Sekundarschulempfehlung zusammen. Selbst bei Kontrolle ihrer schulischen Leistungen erhielten Schüler mit Migrationshintergrund seltener eine Empfehlung für den höchsten Schulzweig als Schüler ohne Migrationshintergrund. Ein hohes Klassenleistungsniveau führte bei Kontrolle der individuellen Leistungen seltener zu Empfehlungen für den höchsten Schulzweig als ein niedriges Klassenleistungsniveau.AbstractThis study used a sample of 2925 primary school students in Luxembourg to test the extent to which students’ performance and their social background influence the recommendations for secondary school type that are made at the end of primary schooling. A two-level model of logistic regression was used in order to analyse the importance of various predictors. The main findings were as follows: School marks and the results from standardized testing were the strongest predictors for a secondary school recommendation. After individual student performance, the strongest predictors were parental wishes. Further factors related to the school recommendation were nationality and socio-economic status. Even after controlling for student performance, students with migration background received a recommendation for academic-track secondary schooling less often than students without. A high performance class leads, after controlling for individual performance, less often to a recommendation for academic track secondary schooling than a low performance class.

Temporal generalization under time pressure in humans

In two experiments, participants performed a temporal generalization task in which they were asked to decide whether or not the durations of comparison stimuli were different from those of standard stimuli (750 ms, 1,000 ms, or 1,250 ms). One half of the participants was instructed to respond as quickly as possible, while the other half received no instruction concerning the speed of response. The relationship between stimulus duration and the time of response and the effect of time pressure on duration discrimination were examined. Response time increased as a linear function of the duration of the to-be-judged stimuli until a certain instant, which was defined as T2 = s/(1 – b), where s refers to the internal representation of the standard duration and b to the decision threshold. Moreover, the participants systematically overestimated the presented intervals if they were asked to respond as fast as possible when the standard duration was either 1,000 ms or 1,250 ms, but not when the standard duration was 750 ms.

The effect of study-test modalities on the remembrance of subjective duration from long-term memory

It was examined whether stimulus modality (auditory vs. visual) affects the retrieval of subjective duration from memory. In two experiments the temporal generalization paradigm was used. Participants had to decide whether the previously learned standard duration (400 ms) occurred in the context of comparison stimuli. Two major results were found. (1) Discrimination was more accurate if the training and testing stimuli were of the same modality than if they were of opposite modalities. (2) If both modality of learning and modality of testing were different, subjects systematically underestimated the test durations, i.e. temporal generalization gradients (the proportion of identifications of a stimulus as the standard, plotted against stimulus duration) shifted to the right. The observed shift is interpreted as a result of a delayed timing process.

Why do temporal generalization gradients change when people make decisions as quickly as possible

Three experiments investigated temporal generalization performance under conditions in which participants were instructed to make their decisions as quickly as possible (speed), or were allowed to take their time (accuracy). A previous study (Klapproth & Müller, 2008) had shown that under speeded conditions people were more likely to confuse durations shorter than the standard with the standard than in the accuracy conditions, and a possible explanation of this result is that longer stimulus durations are “truncated” (i.e., people make a judgement about them before they have terminated, thereby shortening their effective duration) and that these truncated durations affect the standard used for the task. Experiment 1 investigated performance under speed and accuracy conditions when comparison durations were close to the standard or further away. No performance difference was found as a function of stimulus spacing, even though responses occurred on average before the longest durations had terminated, but this lack of effect was attributed to “task difficulty” effects changing decision thresholds. In Experiment 2, the standard duration was either the longest or the shortest duration in the comparison set, and differences between speed and accuracy groups occurred only when the comparisons were longer than the standard, supporting the “truncation” hypothesis. A third experiment showed that differences between speed and accuracy groups only occurred if some memory of the standard that was valid for more than one trial was used. In general, the results suggest that the generalization gradient shifts in speeded conditions occur because of truncation of longer comparison durations, which influences the effective standard used for the task.

Time perception, estimation paradigm, and temporal relevance.

52 women and 20 men (M age = 25.3 yr., SD = 4.1) reproduced one of three durations (15, 30, and 45 sec.) of a uniform visual stimulus in either a prospective or a retrospective estimation paradigm. In contrast to the prospective conditions, the participants in the retrospective conditions did not know that time estimation would be required subsequently. However, temporal relevance in the retrospective conditions was raised explicitly by instructing the participants to wait for the termination of a visual stimulus and to press a button immediately after the stimulus had disappeared. The results contrasted with most findings of comparisons between prospective and retrospective duration judgments: there were no differences between the conditions regarding their mean estimates. However, intersubject variability of temporal judgments was higher in the retrospective conditions than in the prospective conditions. The results were interpreted within the framework of attentional models of temporal information processing.

The date-delay framing effect in temporal discounting depends on substance abuse

In the present study, individuals with substance use disorders (n=30) and non-addicted controls (n=30) were presented with a delay-discounting task with time being described either as dates or as temporal intervals. Three main results were obtained. First, in both groups reward size had a large impact on discounting future rewards, with discount rates becoming larger with smaller reward sizes. Second, participants discounted future rewards less strongly when their time of delivery was presented as a date instead of a temporal distance. Third, whereas discount rates of individuals with substance use disorders varied substantially with regard to the presentation of time in the task, the controls changed their choices depending on time presentation only slightly.

Wissen und Problemlösekompetenz

Zusammenfassung: Nach dem Collective Information Sampling Model (Stasser & Titus, 1985) tauschen Gruppenmitglieder beim gemeinsamen Entscheiden weniger die Informationen aus, die nur ein Mitglied kennt (ungeteilte Informationen), als die Informationen, uber die alle Mitglieder verfugen (geteilte Informationen). Dieser Befund ist fur computervermittelt kommunizierende Gruppen besonders relevant, da in diesen Gruppen generell weniger Informationen erwahnt werden. In Studien an direkt kommunizierenden Gruppen wurde gezeigt, das der Austausch ungeteilter Informationen durch den Hinweis auf die Expertise der Gruppenmitglieder gefordert werden kann. In Experiment 1 konnte dieser Befund fur computervermittelt kommunizierende Gruppen nicht repliziert werden. In Experiment 2 wurde die Hypothese bestatigt, das ein vermehrter Austausch ungeteilter Informationen nur dann durch den Hinweis auf Expertise erreicht werden kann, wenn Expertise als spezifisches Wissen interpretiert wird. Wird Expertise dagegen als Probleml...

Stable and Variable Characteristics of the Time Perspective in Humans 1

Abstract Today, many definitions and measures of the time perspective exist in parallel, with more or less common meaning. This article presents the most prominent conceptualizations of time perspective, which differ not only in the way of assessing the concept, but also in their assumed variability. The author then reports on an experiment that investigated the relationship between two different conceptualizations of the time perspective, and that examined the role emotions play in the variable part of the time perspective. Finally, conclusions are drawn with respect to the experimental results and the conceptualizations of the time perspective as expressed in the Introduction.

Predictive Validity of Tracking Decisions: Application of a New Validation Criterion

Although tracking decisions are primarily based on students’ achievements, distributions of academic competences in secondary school strongly overlap between school tracks. However, the correctness of tracking decisions usually is based on whether or not a student has kept the track she or he was initially assigned to. To overcome the neglect of misclassified students, we propose an alternative validation criterion for tracking decisions. We applied this criterion to a sample of N = ;2, ;300 Luxembourgish 9th graders in order to identify misclassifications due to tracking decisions. In Luxembourg, students in secondary school attend either an academic track or a vocational track. Students’ scores of academic achievement tests were obtained at the beginning of 9th grade. The test-score distributions, separated by tracks, overlapped to a large degree. Based on the distributions’ intersection, we determined two competence levels. With respect to their individual scores, we assigned each student to one of these levels. It turned out that about 21 % of the students attended a track that did not match their competence level. Whereas the agreement between tracking decisions and actual tracks in 9th grade was fairly high (κ = 0. 93), the agreement between tracking decisions and competence levels was only moderate (κ = 0. 56).